Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program and to
assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise
that each academic program reviews assessment data and uses these data to plan for improvement. The results of these annual cycles
provide data for a periodic comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final
form by 3/27/15)*
Date Submitted to Dean
Theatre Arts & The Western Stage
*Please note that you should work with your colleagues and dean to ensure that this report is completed, revised as needed, in its
final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
Dr. Marnie Glazier
Jon Selover
Melissa Chin-Parker
Title/Position
Faculty/Theatre & Communication
Studies
Artistic Director; The Western Stage
Program Director; The Western Stage
Dean’s Comments (required): Dr. Glazier is a breath of fresh air. She has brought innovative , value driven leadership to Hartnell College’s
Theatre Department. She is developing and moving forward quickly with a strategy to grow the program, working with Millenium High, with
Theatro Campesino, with TWS, with marketing efforts and exciting opportunities for the students. The majority of funding she is requesting is
in support of these efforts. They are aligned with what Marnie has been requested to do to create an academic Theatre department that is
viable, while working in collaboration with the TWS. I strongly urge us to provide her with the small amount of funding requested.
______Celine Pinet__________May 27, 2015_____ _________
Typed Name of Area Dean
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
è For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
è For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015.
Go to Section II for programs/disciplines scheduled for annual review in spring 2015.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several years.
Please consider the questions below in describing your program/discipline/area.
Theatre Arts or Drama is the study of human expression culminating in live performance on stage or on site. Theatre Arts includes the study
of literature, as well as the disciplines and technologies required for performance. Above all, theatre is an in-depth study of the human
condition whose purpose is to promote sensitivity and deeper understanding of the self and others.
Theatre Arts at Hartnell College offers a unique experience in the combination of a vibrant and growing academic program with a highly
successful resident professional theatre company, The Western Stage. The Western Stage celebrates drama and encourages participation by
students of all ages and abilities, while creating partnerships with the greater community. The Theatre Arts academic program offers students in all
disciplines the opportunity to benefit from the professional, social, and therapeutic enrichment of the theatre arts. In going forward, the combined
Theatre Arts programs at Hartnell have endeavored to assess and answer student and regional needs, and to complete and revise programs
accordingly: revising and seeking final approvals for the Theatre Arts AA-T, and improving upon the Theatre Arts AA, with a vision toward
incorporating Applied Theatre as a certificate, and Cinema, as an AA program, should research and market analyses support such. These efforts,
along with The Western Stage’s 2014-15 season and the Theatre Arts academic program’s recent Week of Love and Women’s History Month
events, exemplify the collaborative approach the program will take, working with Hartnell’s programs in English, Music, Art, Digital Art, Early
Chilhood Education, Sociology, Psychology, Physical Education, Counseling, and the Office of Student Life, as well as with the greater community.
At present, the most successful element of the overall Theatre Arts programming at Hartnell College is that offered by the Western
Stage, whose primary focus is arts education through practical skill development in coordination with its annual season of performances,
combining the work of students with that of theatre professionals, to create performance work that addresses the experiences and needs of the
district. Until now, the lack of a full-time faculty member in Theatre has hampered the academic theatre offerings at the college. The above
programming changes will address the longstanding need for collaborative enrichment and integration between Hartnell’s academic and
professional theatre programs. To that end, course curriculum has been developed to make Hartnell competitive with other colleges in the state
and region, and degree program revisions and proposals, referenced above, have been in the works.
Additionally, with a full-time faculty member in the Theatre Arts program, we have begun to hold regular program meetings, and the
full-time theatre faculty member has provided course outlines, materials, and advisement to all adjunct faculty teaching multi-section courses to
ensure consistency and to begin to assess outcomes and make changes where needed, to aid in student success. The program has also begun
branching out to the south and east campuses as well as to off-campus high school sites in an effort to create and extend concurrent enrollment
partnerships. We will begin experimenting with alternative scheduling approaches once our programs have received approval from the college
and the Chancellor’s office.
Finally, all faculty in the Theatre Arts program are consistently engaged in professional development activities, per the nature of our
discipline. The Western Stage maintains an exceptional variety of offerings, and all staff, contracted artists, and instructional faculty maintain
the highest quality of professional standards. All adjunct faculty at the college are also practicing artists in the discipline, and the full-time
faculty member attends the most significant national and regional conferences in the theatre arts, while continuing efforts as a theatre
practitioner and scholar. Most significantly, we continue to expand professional development opportunities for our faculty, staff, and students,
through the ongoing programming of The Western Stage, and through the expanded and anticipated efforts of The Theatre Arts academic
program, in new works creation, and in professional development opportunities like the 2015-2016 Kennedy Center American College Theatre
festival, and the 2016 International College Theatre Festival.
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your
program/discipline by term over the past several years.
Term
Spring 2015
Fall 2014
Spring 2014
Full-time Faculty
No. of Active Sections
11
17
12
1
1
0
Adjunct Faculty
8
14
9
2. What staffing factors/challenges have influenced the effectiveness of the program?
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that
have occurred over the past two years. What information and/or data were presented that required or currently
require changes to be made to your program? Please attach copies of meeting minutes over the past two years
and a list of committee members and their respective industries/areas.
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that changes should be made to
your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step
toward higher/additional education?
[Begin response here]
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to
the social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach
academic goals in an environment committed to student learning, achievement and success.
[List and describe program goals here]
1) Be proficient in theatre and performance, its basic theories, history, and techniques, culminating in a live performance on stage.
2) Demonstrate competency in theatrical design and technologies required for a live theatrical performance, applying correct
terminology.
3) Comprehend human condition, whose purpose is to promote sensitivity and deeper understanding of oneself.
4) Conduct and apply analysis and research skills of dramatic texts and instructional materials.
5) Work effectively as an ensemble member in a fully produced production formulating alternative solutions to theatrical
production situations.
6) Apply audition and job interview skills.
7) Analyze, interpret, and evaluate their own and others’ work in the theatre as a patron and participant.
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2015.
A. COURSE DATA & TRENDS
1.
Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify
the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate
trends for each course every year.
Course Number
THA 1
THA 3
THA 10
THA 11
THA 100A (THA 20)
Course Name
Introduction to Theatre
History of Theatre
Beginning Acting
Intermediate Acting
Introduction to Ensemble Play production
Does the course have any DE (online or
hybrid) sections?
Beginning Fall 2015
No
No
No
No
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
THA 1: Enrollment has remained steady in Introduction to Theatre with relatively high success rates, averaging about 85%.
THA 3: Enrollment for History of Theatre has been about 30-50% lower than that of Introduction to Theatre, with the exception of Spring 2013 (in which enrollment in
THA 3 spiked, and rivaled the enrollment numbers for THA 1, following a Fall 2012 semester in which THA 3 wasn’t offered). Success rates are also considerably lower for
THA 3 than they are for THA 1, averaging about 72%.
THA 10: Enrollment in Beginning Acting has experienced an overall decrease, averaging about a 20% drop in enrollment numbers over the three year period from 2011 to
2014. Interestingly, success rates for the class have been highest when enrollments were highest, with the lowest enrolling, Spring 2014 semester seeing the most
significant drop in student success rates, falling in that semester to 67%. Success rates for the course average about 79%.
THA 11: Enrollment in Intermediate Acting has remained quite low, with the exception of the Spring 2014 semester (interestingly, following our second-highest-enrolling
semester for THA 1) which saw enrollment numbers in the double digits for the first time in the three year period from 2011 to 2014, with 12 students in the class.
Success rates for THA 11, however, fluctuate wildly, averaging about 73%. Highest success rates were seen in the class in Fall 2011, at 100%, and lowest success rates
were seen in Spring 2014, at 50%.
THA 100A (now THA 20): THA 100 A was offered in Fall 2012 and Spring 2013, with enrollments, respectively, of 38 and 29, and success rates of 95-100%.
Observations on Core THA Classes: It has been my observation, on taking on the full-time faculty role in Theatre Arts, that much organization, assessment, revision, and
student advisement has been needed in terms of the Theatre Arts academic program. Students and community members at Hartnell have benefitted from the
performance and technical/production opportunities available to them through The Western Stage, however, the lack of full-time faculty in Theatre Arts has made
academic program development and assessment challenging. In addition, the limited number of academic courses available to Theatre Arts students led to many
enrolling at Hartnell for the production opportunities of The Western Stage alone, while pursuing coursework at MPC or other area colleges. In fact, Hartnell Theatre
faculty had, in previous semesters, been left with little recourse but to advise students in need of advanced, portfolio- and skills-development classes in the discipline, to
enroll elsewhere.
Top priority has thus been to develop a comprehensive curriculum to meet the needs of students in the region, while also branching out to boost enrollment in the
Theatre Arts. As stated in Section I A, programs have been revised, and course offerings have expanded to the east and south campuses as well as to area high schools
offering concurrent enrollment course options. Partnerships are being sought not only among complementary disciplines at Hartnell, but among area high schools,
colleges, and universities, as well as with the MCOE campus itself.
On the level of Core THA Classes, efforts have been taken to improve accessibility and student success:
THA 1, Introduction to Theatre:
· The course is being offered on multiple Hartnell campuses.
· The course is being offered not only during its normally scheduled times (days), but also as an evening option for students.
· The course has been revised to add the Distance Education component, to be made available for the first time in Fall of 2015.
· A new, lower-priced text-book has been suggested to instructors teaching the course.
· All instructors for the course have met, together, with the Theatre Arts Faculty Lead, to address any questions, to ensure consistency, and to share ideas.
· The Theatre Arts Faculty Lead met with Counseling, and also gave a presentation during a Fall 2014 counseling meeting, to share developments in Theatre
Arts with Hartnell’s academics counselors.
· Flyers were posted on campus, to bring student attention to THA 1 Course offerings.
THA 3, History of Theatre:
· A new, lower-priced text-book has been suggested to instructors teaching the course.
· Flyers were posted on campus, to bring student attention to THA 3 Course offerings.
· A new course rotation has been determined for 2015-2017, suggesting that THA 3 be offered once annually, rather than each semester.
THA 10, Beginning Acting and THA 11, Intermediate Acting:
Upon my arrival, Fall 2014, I taught THA 10 and THA 11 as a fused course. I was told that enrollment numbers for THA 10 and THA 11 were too low to separate them into
two sections, so they were always taught together, as one course. I struggled with this throughout the semester, as the two courses are really quite different from one
another, with students at entirely different levels, and outcomes and objectives of quite a different nature. Though I tried my best to give equal attention to all students
in both Beginning Acting and Intermediate Acting, I found that the outcomes suffered for the fusing of the two sections, as it became physically impossible to lecture and
have lab in two different subject areas simultaneously. Not surprisingly, students withdrew from Acting II, with those remaining Acting II students most often, of
necessity, working independently. Fortunately, many of the students who had taken Acting II in the Fall, enrolled in Acting II in the Spring, and as we had total enrollment
for THA 10 & THA 11 this spring, at 26, I requested permission from my dean, Dr. Pinet, to split the fused courses into two separate classes. Thus, this semester, we have
had great success in maintaining our enrollments in both THA 10 and THA 11, and all students have been met where they are in terms of level of experience and ability.
Students in both courses have ultimately had the advantage of being able to develop as the courses have been intended for them to do. I feel it is essential in going
forward, that we keep these two separate courses AS two separate courses. The new course rotation for 2015-2017 suggests that THA 11 be offered once annually,
rather than once every semester. Additionally, new portfolio- and skills-development classes in performance have been created, to begin in Fall 2015.
THA 100A (Now THA 20), Introduction to Ensemble Play Production:
This course is one of a series of classes, currently undergoing final edits to be resubmitted for Chancellor’s approval for our new Theatre Arts AA-T, and to be connected to
the The Western Stage’s and the Hartnell Theatre Arts academic program’s annual production calendars. In going forward, Hartnell will offer a series of courses in
Rehearsal and Performance, and in Technical Theatre and Production, along with a full array of core classes and portfolio- and skills-development classes in performance
as well as in design and technical theatre. The Theatre Arts AA-T will allow students to transfer directly into the CSU schools in Theatre, and the revised AA in Theatre Arts
will place equal weight on performance and on design/tech, to serve students in all areas of Theatre Arts with equal regard.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do you make
of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
It is expected that as our programs undergo revision and enrollments rise, we will continue to refine our success rates in all areas, and are already seeing continued
success in both the rehearsal &performance/technical& production courses, and the THA 1 courses.
More assessment needs to be done to determine why success rates are relatively low in THA 3, History of Theatre, though the course is one which requires a considerable
degree of academic rigor, with more content and less practical application than any of our other Theatre Arts courses. This may likely account for the lower success rates.
More access to student support services, such as a campus writing center, and additional tutoring and counseling support may, however, be helpful. As I noticed in my
THA 3 course, those students who struggled the most with the academic content, needed a good deal of additional help and guidance. In some cases, I was able to
connect students directly with counselors, crisis counselors, and DSPS, but on the whole those students who struggled most were the ones who had the highest degree of
personal turmoil, combined with academic deficiencies. A more integrated student support services office would be very helpful in ensuring student success across the
board. The college might also benefit from bi-annual Student Success Days (offered at many other community colleges each semester, with numerous study-skills and
overall skill-improvement workshops for students to benefit from). Additionally, the Theatre Arts academic program may want to consider adding an additional
prerequisite to THA 3 to ensure that students upon enrollment are better prepared.
In terms of THA 10 and THA 11, again, I am convinced of the strong need for these two courses to be offered as two separate courses. It is unfair to the students to do
otherwise. For now, we should offer the courses in a staggered schedule while we continue to build enrollments.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of
achievement data, such as degree and certificate completions/awards.
I do not have any data detailing degree and certificate completion numbers, though I suspect the number is small. I am just beginning to assess the number of majors in
our discipline and am attempting to organize division meetings, and ideally an informational session for all theatre majors or potential theatre majors. This, combined
with continued outreach to high schools, offerings of concurrent enrollment courses, annual Theatre Festivals for high school students, and continued program revision
and development, should help grow achievement levels and degree and certificate completion numbers in our discipline.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the
number of full-time and adjunct faculty.
We will not have DE courses in the catalog until Fall 2015.
Term
No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in
the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Courses scheduled for review during AY
2015-16
All Remaining THA Courses
Faculty member(s) responsible for
coordinating
Marnie Glazier
Date of approval (or anticipated
approval) by Curriculum
Committee
Target semester and year—Fa 2015 or Sp
2016
Spring 2016
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level
program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that
particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled for
assessment as previously specified
What changes have occurred in the
program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
None
List Program level outcome(s) scheduled for assessment in AY 15-16
Conduct and apply analysis and research skills of dramatic texts and
instructional materials.
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
yes
Analyze, interpret, and evaluate their own and others’ work in the theatreyes
as a patron and participant.
2. Describe how program level outcomes were specifically addressed by the program/discipline during the
past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty
engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or
improvements in teaching and student learning?
Full-time Theatre Arts faculty was just hired and will conduct reviews in going forward.
CORE COMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) were specifically
addressed by the program/discipline during the past year. For example, were data gathered at the course level?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any
interventions conducted? Are there any plans to make changes to courses or improvements in teaching and
student learning?
Full-time Theatre Arts faculty was just hired and will conduct reviews in going forward.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
In what term was the course
assessed?
Was the Course Assessment
Summary Report completed?
None previously specified, but THA 1, 3, 10, 11, 18, Fall 2014
91A, 91B, 91C, 102, 121, 122, 130B, 130C, 172, 180 –
assessed Fall 2014
Yes
None previously specified, but THA 101, and THA 182 Spring 2014
assessed Spring 2015
Yes
List courses scheduled for SLO assessment in
AY 2015-16
All Remaining THA Courses
Faculty member(s) responsible
for coordinating
Marnie Glazier
Target semester and year—Fa
2015 or Sp 2016
Spring 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
Previous assessment tools were inadequate to fully comprehending success levels and we look forward to Elumen helping organize, simplify,
and maintain consistency in assessment efforts in going forward.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
We are excited about Elumen and have attended workshops and begun to input our assessments. This will greatly strengthen our assessment efforts in
going forward, and will allow for a bank of SLOs within the Elumen system, to be directly connected to the outcomes slated for assessment in 2015-2016.
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
Activity scheduled
1. Hire full-time faculty to
teach Theatre Arts and
manage outcomes
assessment for new degree
2. program.
Discuss with part-time
faculty retention and
success data, and plan
assessment activities in
2014-15.
What success has been
achieved to date on this
activity?
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
New Theatre Arts faculty has
been hired.
Position is 60% Theatre Arts,
but Dean has right of
assignment.
New Theatre Arts faculty has
held a meeting with part-time
faculty, and will hold additional
meetings, discussing retention,
student success and planning
assessment and
recruitment/retention
activities.
Part-time faculty receive no Yes, with hope of
funding for attending program receiving funding for
meetings, and the vast
adjunct faculty.
majority of faculty in the
program are part time faculty
members.
Will activity
continue into AY
16-17?*
Hopefully the position Hopefully the position
will become 100%
will become 100%
Theatre Arts.
Theatre Arts.
Yes, with hope of
receiving funding for
adjunct faculty.
3.
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What
measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in
student learning or program success?
Hiring a full-time faculty member for Theatre is an essential step in complementing the successful offerings of The Western Stage with a successful
academic theatre program that allows students – impacted and inspired by The Western Stage from elementary school through to adulthood – to pursue a
high-quality, articulated course of study resulting in achievement of the AA or AA-T in their chosen focus area. The full-time faculty member is also able to
integrate efforts of the resident professional theatre company, with specialized academic offerings, making our students highly competitive in terms of
both career and academic placement. The FT faculty member will continue to hold program meetings, helping to aid in overall recruitment, retention,
assessment, and student success efforts, and will help to organize an informational session for all potential 2015-16 Theatre students, as well as an
ongoing Theatre Festival for high school students and graduating high school seniors, to be held each April, beginning 2016. The shift to a 100%
appointment in Theatre Arts will become increasingly important in the process of continued program revision and development.
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline
area current. A new activity may or may not require additional resources. Activities can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
1.New Curriculum and
Program Development
2.Student
Services/Outreach
Strategic
Plan
Goal(s)
No. &
Letter
Related
Courses, SLOs,
PLOs,
or goals
Desired
Outcome(s)
1A, 2A, 5A, 6A Student access & Western Stage
success,
participants and
innovation &
Hartnell students
1A, 2A, 2B, 3B, Student access & Students and
5A
success,
faculty will
innovation &
participate in the
relevance, and Kennedy Center
Resources
Needed
Person
Responsible
Adjunct faculty Marnie Glazier
compensation
for mileage
Grant funding, Marnie Glazier
and
administrative
support
Estimated
Date of
Completion
(can be more than
one year in length)
Spring 2016
ongoing
Comments
Program
designation to
change from
Fundraising should
be possible for
KCACTF and grantseeking is underway
3.Enrollment
Management/Faculty
Development
3A, 3B, 4A, 6A Employee
Regular program Adjunct Faculty
diversity and
and discipline
compensation
development, meetings will be for attending
4.Facilities
4D
Effective
Students will
Shared use of
utilization of
have space for Performing Arts
resources
performance and Building
5.Equipment
1A, 2A, 2B, 4C, Student access & Students will be Cameras
5A
success, and
able to take
innovation,
courses on
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Marnie Glazier
ongoing
Marnie Glazier,
Jon Selover,
Melissa ChinMarnie Glazier
ongoing
Adjunct faculty are
currently attending
meetings without
See attached.
Spring 2016
See attached.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
· Software
· Hardware
· Outside services
· Training
· Travel
· Library materials
· Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Ø New Curriculum and Program Development
Ø New curriculum has been developed to support revision of the Theatre Arts academic program as well as to include the
relevant areas of Film and Cinema, as there is an essential overlap within these combined disciplines, and as our programs
must strive for currency --many of our students intend upon pursuing academic and career paths in Theatre and
Film/Cinema. Courses include:
o To be added to the revised AA-T (and to the revised AA) in Theatre Arts (Also added to the proposed Applied Theatre
Certificate and Cinema AA)
o
o
§ Script Analysis
§ Fundamentals of Theatre Design
To be added to the revised AA in Theatre Arts (* also added to the Applied Theatre certificate and the proposed Cinema
AA)
§ Playwriting and Screenwriting *
§ Improvisational Acting *
§ Acting for the Camera *
§ Directing *
§ Devised Theatre and Performance Creation *
§ Voice and Movement *
§ Introduction to Theatre for Social Change *
§ Puppetry and Mask *
§ Introduction to Beginning Stop Motion Animation *
To be added to the Cinema AA (Also added to the revised Theatre Arts AA and proposed Applied Theatre Certificate)
§ Beginning Single Camera Production (Video Production Lab)
§ Introduction to Film: Classics to the 1960s
§ Introduction to Film: 1960s to Contemporary Cinema
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Student access & success, innovation & relevance, & partnerships w/industry, business agencies, and education will be achieved through the revision and
continued development of the Theatre Arts and Cinema program.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
New course curriculum has been developed. AA-T courses are in need of very small edits to address reviewer concerns and will be resubmitted
for Chancellor’s approval. Theatre Arts AA revision has been discussed with Dr. Pinet, LaVerne Cook, and Carol Kimbrough, and will be
addressed after AA-T courses have been completed and submitted. Facilities for classes are within reach. Plans have been arrived upon by
TWS and the academic theatre program to arrange a schedule for TWS and academic theatre productions, and presentation has been made to
the facilities Development Council concerning the planetarium. Classroom space has been made available in building K and building J for new
courses, and Cinema courses will be taught at MCOE for Millennium Charter High School concurrent enrollment. We are in hopes of soon
getting in place courses that will augment the existing AA in Theatre Arts. Dr. Glazier will work with Dr. Pinet on market analysis, and data
collection, and on substantive change reports (using some of the material gathered from the AA-T development). This is projected to take 6
months, and upon ACCJC approval, we will submit the Cinema AA and the Applied Theatre Certificate of Acheivement.
d) What measureable outcomes are expected from this activity? List indicators of success.
Student access & success, innovation & relevance, & partnerships w/industry, business agencies, and education will be achieved through the revision and
continued development of the Theatre Arts and Cinema program.
e) What are the barriers to achieving success in this activity?
We currently have a number of students interested in theses academic programs and are well poised to be the preeminent Theatre Arts and Cinema
program in the region, as well as to collaborate with CSUMB in further program development and cooperation. It is hoped that we can revise and develop
programs in a timely manner, without detriment to current students. One distinct barrier is the catalog which reflects a program long outdated. Efforts
must be made to advertise new courses and up-and-coming programs – via Hartnell website and additional promotional materials.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
·
Other staffing
·
Facilities
·
Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
·
Software
·
Hardware
·
·
Outside services
Training
·
Travel
·
Library materials
·
Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Student Services/Outreach
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Student access & success, innovation & relevance, and student and employee innovation & professional development
c) Does this activity span multiple academic years? ☒ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Students and faculty will participate in the Kennedy Center American College Theatre Festival (KCACTF), and in the International College Theatre Festival
(ICTF).
d) What measureable outcomes are expected from this activity? List indicators of success.
The Theatre Arts academic program, in collaboration with The Western Stage, will hold Hartnell College annual productions, with the fall
productions entering the KCACTF competition, whereupon students will participate in our Region VIII division of KCACTF in performance,
design, and other areas of the theatre discipline, and also be eligible for awards, scholarships, individual competitions, and audition and job
recruitment opportunities. We also hope to bring a student group to ICTF, where we have been invited to perform as part of the
International Fringe Festival and provide global professional development opportunities for eligible students.
e) What are the barriers to achieving success in this activity?
Both programs involve travel and we will need to build an ongoing source of funding to allow our students to participate in these essential college theatre
festivals.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
· Software
· Hardware
· Outside services
· Training
· Travel
· Library materials
· Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Enrollment Management/Faculty Development
b) Describe how this activity supports all of the following that apply:
2) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Employee diversity and development, effective utilization of resources, and partnerships with industry, business agencies, and education
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Regular program and discipline meetings will be held, and faculty and TWS staff will additionally participate in annual Theatre Festival, all efforts
aimed at student support and retention and outreach and recruitment.
d) What measureable outcomes are expected from this activity? List indicators of success.
Concurrent enrollment partnerships with Soledad high school, and Millennium Charter high school, and with MCOE, and outreach among other
disciplines at Hartnell, including Counseling, and among other colleges within the region, including CSUMB have been underway, but should
expand upon further meeting and planning. A Flyer is also being made presently, to promote Theatre Arts programs, and a Theatre Festival is
being planned for 2016 and beyond, for recruitment of high school students, and these activities should boost enrollment. Finally, regular
conferencing with Theatre Arts students, and program meetings among faculty and Western Stage staff, as well as communication with other
departments and programs on campus, including Student Life, Counseling, and other Arts disciplines is essential in going forward, and should
bring more consistency to program offerings as well as provide more support for students, and clearer pathways for academic and career
placement for Theatre and Cinema majors.
e) What are the barriers to achieving success in this activity?
Adjunct faculty are currently attending meetings without compensation, and efforts to continue program development will benefit greatly from fair
and reasonable compensation for all efforts of all faculty members. Without compensation, meetings will be difficult to achieve – especially for our
adjuncts teaching at multiple colleges.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
· Other staffing
·
·
·
·
·
·
·
·
·
Facilities
Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
Software
Hardware
Outside services
Training
Travel
Library materials
Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Facilities
b) Describe how this activity supports all of the following that apply:
3) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Effective utilization of resources
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Shared use of Performing Arts Building facilities, and collaboration with Music and Art for designating classroom space for new classes, and with hopes of
also using the existing Planetarium as a green theatre/arts space, when new planetarium is completed.
d) What measureable outcomes are expected from this activity? List indicators of success.
Students will have space for performance and academic work, and collaborative opportunities for Theatre and Cinema students, with students in Music,
Digital Art, Art, and other areas will be made possible – especially by enhanced collaboration among disciplines, and potential use of the current
planetarium as a green theatre/arts space.
e) What are the barriers to achieving success in this activity?
Other requests have been made for the current planetarium. We are awaiting word from the Facilities Development Council.
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
· Faculty
· Other staffing
· Facilities
· Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
· Software
· Hardware
· Outside services
· Training
· Travel
· Library materials
· Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
Equipment
b) Describe how this activity supports all of the following that apply:
4) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Student access & success, and innovation, relevance, and currency of program offerings and technological infrastructure
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Purchase 5 Canon EOS Rebel T3i Digital SLR Cameras, at approximately $500/camera, and one Cannon XA20, cinematic quality, Compact HD Camcorder at
approximately $2500.
d) What measureable outcomes are expected from this activity? List indicators of success.
Students will be able to take courses on campus at Hartnell, providing them with current skills training in the interrelated disciplines of Theatre Arts and
Cinema/Film.
e) What are the barriers to achieving success in this activity?
We will have to prove the necessity of adding the Cinema components to existing programs to bring currency to our Theatre Arts offerings.
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost,
and that these resources and costs be considered through the College’s integrated planning (governance, budget development,
funding decision making, and resource allocation) processes. A resource is likely to be something needed to support an activity that
you have identified in IIIA above, in which case you must link the resource with a specific activity number (first column below). All
resource requests completed in the various columns of a specific row must be linked to the new or continuing
activity numbered on the first column of that same row. The first activity listed should be the most important; the second activity
listed the second most important, etc. A resource could also be something necessary for your program/discipline to function properly to
improve student learning, such as updated equipment in a classroom; in such case be sure to note that the resource is NOT tied to
a specific activity.
Activity
No.
1.
2.
3.
4.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
New curriculum
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Projected
Costs
Facilities/
Space
e.g.,
Science
Labs
0
$1,000
Student
services and
travel,
mileage,
outreach
Enrollment
management
and faculty
development
$1500
Facilities
0
5.
6.
Registration
deposit fees
for training
events
Equipment (cameras)
$2850
$5000
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee Diversity and
Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
27 | P a g e
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with
Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
28 | P a g e
Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program and to
assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise
that each academic program reviews assessment data and uses these data to plan for improvement. The results of these annual cycles
provide data for a periodic comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final
form by 3/27/15)*
3/27/15
The Western Stage/ Theatre Arts
Date Submitted to Dean
3/27/15
*Please note that you should work with your colleagues and dean to ensure that this report is completed, revised as needed, in its
final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
Jon Selover
Melissa Chin-Parker
Marnie Glazier
Title/Position
Artistic Director/Western Stage
Artistic Program Director/Western Stage
Professor Theatre Arts
Dean’s Comments (required): The TWS PPA documents a strong and well working operation reflecting the institution that is now know in the
community for its quality programming. The Performing Arts Foundation is well organized and provides further support for the TWS, making
it more sustainable. The TWS has been pushing though substantial curricular revisions and much continues to be needed on that front, as well
as ensuring compliance with SLOs and assessment. The PPA addresses such progress and acknowledge the continued efforts needed on that
front.
_________Celine Pinet_______May 27th_____
Typed Name of Area Dean
Date
_________
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
_________
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market &
Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015.
Go to Section II for programs/disciplines scheduled for annual review in spring 2015.
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your
program/discipline by term over the past several years.
Term
Spring 14
Summer 14
Fall 14
No. of Active Sections
12
8
17
Full-time Faculty
0
0
1
Adjunct Faculty
9
12
14
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2015.
A. COURSE DATA & TRENDS
1.
Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify
the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate
trends for each course every year.
Course Number
ThA 20 (formerly ThA100A)
ThA 21 (formerly ThA110A)
ThA 23 (formerly ThA 120A)
ThA 24 (formerly ThA 130B)
ThA 25 (formerly ThA 140B)
ThA 26 (formerly ThA 170)
ThA 27 (formerly ThA 176)
ThA 28 (formerly ThA 184)
ThA 29 (formerly ThA 190)
ThA 30 (formerly 180)
Course Name
Intro to Ensemble Play Production
Intro to Modern Play Production
Intro to Musical Theatre Production
Intro to World Theatre Production
Intro to Revival Play Production
Proscenium Stage Scenic Construction
Thrust & ¾ Stage Scenic Construction
Hair & Makeup Techniques for the Stage
Proscenium Stage Lighting
Costume Techniques for the Stage
Does the course have any DE (online or
hybrid) sections?
No
No
No
No
No
No
No
No
No
No
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you
make of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
The ten courses listed above are what remain from an original Theatre curriculum of forty-six courses. These remaining ten have been revised
and aligned with the new AA-T in Theatre, and will be the courses linked to all Western Stage offerings going forward.
The rise and fall of enrollment for any particular course or term is linked to the associated show title and the requirements of production. In
general, the larger the cast, the greater is the need for students to fill both performance and technical support courses. TWS has also changed
its production schedule in the last couple of years to allow more use and access of the Mainstage Theatre (where larger projects are possible) by
other groups/departments during the Spring Term, which has shifted enrollment to be heavier in fall terms. Spring term has fewer and smaller
projects, which may partially account for the large drop-off in enrollment numbers.
Low enrollment patterns are also due in part to two factors related to Arts courses in general, and TWS sponsored courses in specific. TWS
staff continues to work with Hartnell Business Services and Admissions & Records to define and utilize an efficient and accurate process for the
enrollment, sponsorship, and capture of FTEs generated by its practicum courses. A large challenge in the past couple of years has been the
accurate accounting and payment of student fees associated with ThA/TWS sponsored courses, which at times have prevented students from
enrolling, creating a lower than expected course enrollment total. Another continuing challenge is the policy regarding non-repeatability of
Arts courses, which again will reflect in the data for enrollment numbers. A marked improvement in the last term points to the fact that we are
closer to closing the gap on accurate enrollment accounting. A solution for addressing ThA students’ high desire for repetition of practicum
opportunities has still not yet been identified, but we are looking for precedents.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do you make
of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
Because Western Stage courses are linked to production and because the excellence of those productions is closely linked to daily monitoring of
student engagement and achievement, ThA practicum courses have a high rate of retention and completion. A team-teaching approach also
appears to contribute to course success as it gives students the opportunity to work with several instructors and approaches. It also appears
that our core AA-ThA courses (Intro, History, Acting 1 & 2) are generally in the 80 percentile, and it is expected that those rates will rise with
the growth in the number of ThA majors at Hartnell, who are enrolling with a more specific desire to succeed and complete ThA curriculum as
compared to a Gen. Ed. Student, who may not fully understand the rigor and time required for an Arts course.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of
achievement data, such as degree and certificate completions/awards.
We don’t have current data on numbers of degrees completed. It is likely a small number as the former degree included classes
that were not being offered.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the
number of full-time and adjunct faculty.
We don’t currently offer any DE courses
Term
No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
2. Compare student success in the DE teaching environment with success in the face-to-face teaching environment in
the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Courses scheduled for review during AY
2014-15
All Remaining THA Courses
Faculty member(s) responsible for
coordinating
Marnie Glazier
Date of approval (or anticipated
approval) by Curriculum
Committee
Target semester and year—Fa 2015 or Sp
2016
Spring 2016
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level
program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that
particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled for
assessment as previously specified
What changes have occurred in the
program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
None
List Program level outcome(s) scheduled for assessment in AY 15-16
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Conduct and apply analysis and research skills of dramatic texts and
instructional materials.
Yes
Analyze, interpret, and evaluate their own and others’ work in the theatre as a
patron and participant.
Yes
2. Describe how program level outcomes were specifically addressed by the program/discipline during the
past year.
For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty
engage in discussion? Were any interventions conducted? Are there any plans to make changes to certificate/degree programs or
improvements in teaching and student learning?
Full-time Theatre Arts faculty was just hired and will conduct reviews going forward.
CORE COMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) were specifically
addressed by the program/discipline during the past year. For example, were data gathered at the course level?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any
interventions conducted? Are there any plans to make changes to courses or improvements in teaching and
student learning?
[Begin response here]
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
In what term was the course
assessed?
Was the Course Assessment
Summary Report completed?
None previously specified, but THA 1, 3, 10, 11,
18, 91A, 91B, 91C, 102, 121, 122, 130B, 130C, 172,
180 – assessed Fall 2014
FA 2014
Yes
None previously specified, but THA 101, and
THA 182 assessed Spring 2015
SP 2014
Yes
List courses scheduled for SLO assessment in
AY 2015-16
All Remaining THA Courses
Faculty member(s) responsible
for coordinating
Marnie Glazier
Target semester and year—Fa
2015 or Sp 2016
SP 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
Previous assessment tools were inadequate for fully comprehending success levels and will not help us going forward.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
We are excited about Elumen and have attended workshops and begun to input our assessments. This will greatly strengthen our
assessment efforts in going forward, and will allow for a bank of SLOs within the Elumen system.
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
Activity scheduled
What success has been
achieved to date on this
activity?
New Theatre Arts faculty has
Discuss with part-time faculty held a meeting with part-time
retention and success data, and faculty, and will hold
plan assessment activities in
additional meetings,
2014-15.
discussing retention, student
success and planning
assessment
Approved
butand
no funding
2.
1.
Replace Light boards
3.
Production facilities and
equipment.
Approved but no funding
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Will activity
continue into AY
16-17?*
Part-time faculty receive no Yes, with hope of
Yes, with hope of
funding for attending
receiving funding for receiving funding for
program meetings, and the adjunct faculty.
adjunct faculty.
vast majority of faculty in
the program are part time
faculty members.
Equipment no longer
supported by manufacturers
Infrastructure is wearing out
YES
YES
YES
YES
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What
measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in
student learning or program success?
[Begin response here]
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline
area current. A new activity may or may not require additional resources. Activities can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
Strategic
Plan
Goal(s)
No. &
Letter
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Person
Responsible
Estimated Comments
Date of
Completion
(can be more
than one year
Consultant Foundation staff & in
endlength)
of 2015
1. Complete fund development plan that
includes strategies for reaching annual
fund development goals for programs and
operations, as well as criteria for
prioritizing capital improvements.
4D
2. Work to eliminate barriers to increasing
the diversity of both TWS staff and
participants.
3A
TWS Strategic
TWS will be an inclusive, multicultural
Plan Operations & organization by its selection of staff and
Leadership Goal 4 guest artists.
3. Create a customer service culture among
TWS staff and volunteers by providing
training
4A
TWS Strategic
TWS will be a model for achieving
Plan Audience
excellence in customer service
Experience Goal 1
4. Enhance the TWS audience experience.
5A
TWS Strategic
TWS will provide deeper experiences for its
Plan Audience
audiences through innovative activities in a
Experience Goal 2 wide range of environments.
Patron Services
Staff and APD
end of 2015
5. Develop a communications plan that
serves as a catalyst for deeper community
engagement with TWS and includes a wide
variety in communication strategies.
5A,6A
TWS Strategic
Plan Community
Engagement Goal
1
AD, APD,
Foundation staff,
Outreach staff
middle of 2015
6. Identify theatrical works that engage our
diverse community in a dialogue about
topics specific to the Salinas Valley
5A,6A
TWS Strategic
TWS will expand its work on stories that
Program Quality & capture the story of the universal human
Content Goal 1
condition as seen through the eyes and
experiences of the diverse people of the
Salinas Valley.
AD, APD and TWS Ongoing
staff
TWS Strategic
Plan Program
Quality & Content
Goal 2
AD, APD and
Outreach staff
6A
7. Serve as a center/host for a range of
community theatre groups and high school
theatre programs.
TWS Strategic
A focused development plan will be in
Plan Operations & place to create a substantial annual fund
Leadership Goal 1 and endowment
Resources
Needed
The Western Stage will develop a
substantial base of engaged,
knowledgeable, informed and loyal
community members through partnerships
that improve access to and exposure of its
programs.
The Western Stage will serve as a keystone
of the local theatre arts community by
building mutually supportive strategic
partnerships.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
consultant
Artistic Director & Ongoing
Artistic Program
Director
Consultant AD, APD
Ongoing for 2015
w/Patron services TWS season
staff
End of 2016
*** Please complete this page for each new activity. ***1
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
1. Complete fund development plan that includes strategies for reaching annual fund development goals for programs and
operations, as well as criteria for prioritizing capital improvements
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
HCC Strategic Plan goals; 4D
TWS Strategic Planning goals;
Goal 1. A focused development plan will be in place to create a substantial annual fund for The Western Stage.
Goal 2. A focused development plan will be in place to create a substantial endowment for The Western Stage.
Engage a fund development consultant to assist the Hartnell Foundation with the creation of a comprehensive, long-term fund
development plan
• Issue RFP
• Engage consultant
Complete fund development plan that includes strategies for reaching annual fund development goals for programs and operations, as
well as criteria for prioritizing capital improvements
c) Does this activity span multiple academic years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
With the assistance of the consultant, assess the effectiveness of current fund development processes and practices
• Evaluate strategies and activities, and their corresponding results
• Evaluate fund development management systems
• Facilitate discussions with the TAC, Foundation staff and other teams that raise funds for related programs to determine coordination
needs
• Analyze and segment current donor base for TWS
• Benchmark with other community theaters
e) What are the barriers to achieving success in this activity?
Staff position with foundation to support this activity is currently not filled
Competition with other fund raising campaigns of the foundation
Resources to retain consultant
*** Please complete this page for each new activity. ***2
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
2. Work to eliminate barriers to increasing the diversity of both TWS staff and participants
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
HCC Strategic Plan goals; 3A
TWS Strategic Planning goals;
Goal 4. The Western Stage will be an inclusive, multicultural organization as evidenced by its thoughtful and
intentional selection of staff and guest artists.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This activity needs to be ongoing
d) What measureable outcomes are expected from this activity? List indicators of success.
Develop a process to assess the nature and characteristic makeup of TWS staff and seasonal company
• Create a census/feedback survey to gather baseline data regarding the characteristics of current and past staff/seasonal company
members and possible barriers that prohibit others from participating
e) What are the barriers to achieving success in this activity?
Current pool of staff and seasonal company is not reflective of the greater community.
*** Please complete this page for each new activity. ***3
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
3. Create a customer service culture among TWS staff and volunteers by providing training
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
HCC Strategic Plan goals; 4A
TWS Strategic Planning goals;
Goal 1. The Western Stage will be a model for achieving excellence in customer service by providing high-quality
experiences throughout all customer interaction with TWS personnel, facility and technological portals.
c) Does this activity span multiple academic years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
Entire staff of TWS will take The Marketing Responsiveness Index (MRI) Benchmark survey.
New Customer Relationship Management (CRM) platform will allow us to ask customers about their level of satisfaction.
We expect both indicators to improve year over year
e) What are the barriers to achieving success in this activity?
TWS staff is very busy during the season which is also the most intensive time for customer interaction.
Current Customer and Patron Services staff have no training in customer service.
*** Please complete this page for each new activity. ***4
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
4. Enhance the TWS audience experience
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
HCC Strategic Plan goals; 5A
TWS Strategic Planning goals;
Goal 2. The Western Stage will provide deeper experiences for its audiences through innovative activities in a wide
range of environments, including pre and post-production.
o Identify specific titles that will have pre- or post-show events and determine specific performances and the kind of activity to be
offered
o Assign specific staff to oversee specific dates/activities
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Activity needs to be ongoing
d) What measureable outcomes are expected from this activity? List indicators of success.
Audience members will experience a deeper connection to TWS. We will conduct audience surveys to establish benchmarks so that we
can measure our success in future seasons. We will expect these measures to improve each season.
e) What are the barriers to achieving success in this activity?
There is so much competition for the attention of our audience.
*** Please complete this page for each new activity. ***5
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
5. Develop a communications plan that serves as a catalyst for deeper community engagement with TWS and includes a wide
variety in communication strategies
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
HCC Strategic Plan goals; 5A, 6A
TWS Strategic Planning goals;
Goal 1. The Western Stage will develop a substantial base of engaged, knowledgeable, informed and loyal community
members through partnerships that improve access to and exposure of its programs.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Activity needs to be ongoing.
d) What measureable outcomes are expected from this activity? List indicators of success.
Identify and/or respond to partnership opportunities, and develop criteria for determining and prioritizing 3-4 strong community partners
that create sustainable and mutually beneficial relationships
o Consider geography and other strategic characteristics
o Include government, media, community theatre organizations, etc.
We will survey partners to get a measure of their evaluation of the success of the partnerships. We will expect all partners would find the
experiences a success
e) What are the barriers to achieving success in this activity?
Partner organizations own priorities and activities may be a hindrance to their commitment to a new partnership.
*** Please complete this page for each new activity. ***6
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
6. Identify theatrical works that engage our diverse community in a dialogue about topics specific to the Salinas Valley
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
HCC Strategic Plan goals; 5A, 6A
TWS Strategic Planning goals;
Goal 1. The Western Stage will expand its development and/or presentation of works that capture the story of the
universal human condition as seen through the eyes and experiences of the diverse people of our community,
particularly the Salinas Valley.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
This activity needs to be ongoing
d) What measureable outcomes are expected from this activity? List indicators of success.
We will continue to survey our audience and measure their perception of the relevance of the work of TWS.
o Expand upon the community conversation feedback begun in September 2014 and the surveys of community participants to extract
information about what are considered compelling stories and interests
o Gather names of those who indicated a desire to be part of a focus group in the audience surveys and leverage community partnerships as
additional sources
o Work with the Hartnell EEO/Diversity Committee to expand reach of these community conversations into the Hartnell community
e) What are the barriers to achieving success in this activity?
Locally relevant works of theatre are not that easy to find.
Originals works of theatre are very labor intensive and take a long time to develop fully.
*** Please complete this page for each new activity. ***7
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
7. Serve as an anchor/host for a range of community theatre groups and high school theatre programs
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
HCC Strategic Plan goals; 6A
TWS Strategic Planning goals;
Goal 2. The Western Stage will serve as a keystone of the theatre arts community by building mutually supportive
strategic partnerships with grassroots theatre organizations.
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Activity will be ongoing once partnerships have been established.
d) What measureable outcomes are expected from this activity? List indicators of success.
Develop criteria and guidelines for prioritizing and selecting 3 - 4 key groups/partners (including high schools) with which to begin the
process of developing a theatre festival type event
• Create a 3-year plan with these partners for the creation of an annual theatre event hosted by TWS that would include increasing numbers
of community performance groups
• Plan a first festival event for Spring 2017
e) What are the barriers to achieving success in this activity?
Available facility and budget will determine the scope of the event.
*** Please complete this page for each new activity. ***
Resource Request #1
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
The lighting control boards in both the Studio and Mainstage theaters are more than ten years old and are no longer supported by
their manufacturers. If one were to stop functioning we would need to rent until a replacement could be secured.
Mainstage lighting is used for TWS productions, Theatre Arts dept. class projects, Music dept. concerts, other campus events, outside
events. Studio lighting is used for Theatre Arts dept. productions, projects and classes. Identical equipment will be purchased for both
facilities so that each may serve as back-up to the other.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Strategic Priorities 4 Effective Utilization of Resources, Goal 4B, 4C and 4D
c) Does this activity span multiple academic years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
Available funding
*** Please complete this page for each new activity. ***
Resource Request #2
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
 Faculty
 Other staffing
 Facilities
 Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
 Software
 Hardware
 Outside services
 Training
 Travel
 Library materials
 Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
The masking draperies on the Mainstage are tattered and torn beyond repair and need to be replaced. The Mainstage is used for TWS
productions, Theatre Arts dept. class projects, Music dept. concerts, other campus events, outside events.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
Strategic Priorities 4 Effective Utilization of Resources, Goal 4B, 4C and 4D
c) Does this activity span multiple academic years?
☐ YES
☒ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of success.
[Begin response here]
e) What are the barriers to achieving success in this activity?
Available funding
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost,
and that these resources and costs be considered through the College’s integrated planning (governance, budget development,
funding decision making, and resource allocation) processes. A resource is likely to be something needed to support an activity that
you have identified in IIIA above, in which case you must link the resource with a specific activity number (first column below). All
resource requests completed in the various columns of a specific row must be linked to the new or continuing
activity numbered on the first column of that same row. The first activity listed should be the most important; the second activity
listed the second most important, etc. A resource could also be something necessary for your program/discipline to function properly to
improve student learning, such as updated equipment in a classroom; in such case be sure to note that the resource is NOT tied to
a specific activity.
Activity
No.
1.
2.
3.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
(E) Replace lighting
control boards for
(E) Replace masking
draperies on
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$40,000
$15,000
4.
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee Diversity and
Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with
Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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